presentation for gene s revision 3
TRANSCRIPT
C E N TE R F OR E D UC ATI ON A L EF F E CT I V E N E S S , I N C .
Washington State UniversityAugust 12, 2009
C E N TE R F OR E D UC ATI ON A L EF F E CT I V E N E S S , I N C .
Jack McCullough, Planning and Solutions Coach
The Center for Educational Effectiveness, Inc.
C E N TE R F OR E D UC ATI ON A L EF F E CT I V E N E S S , I N C .
Group NormsParticipate in a positive manner.Actively listen to the viewpoints of your
colleagues. Disagree in a respectful manner.Take care of personal needs.Stay on task. Refrain from sidebar conversations.Have fun!
C E N TE R F OR E D UC ATI ON A L EF F E CT I V E N E S S , I N C .
Today you will:
• Receive one set of Data Carousel Planning Templates per person and learn how to use it
• Share stories concerning common experience with data reviews• Refine your Theory of Action surrounding the use of data• Identify common concerns when proposing a data review• Receive one Data Primer and discuss how it might be used• Receive one Data Carousel Accelerator sample and discuss
how it might be used• Begin planning your data carousel/activity • Receive a list of potential resources.
C E N TE R F OR E D UC ATI ON A L EF F E CT I V E N E S S , I N C .
“Even if you're on the right track,you'll get run over if you just sit
there."—Will Rogers
C E N TE R F OR E D UC ATI ON A L EF F E CT I V E N E S S , I N C .
Creating the case for Common Language and Consistent
PracticeUsing Marvin’s Model
An engagement activity
C E N TE R F OR E D UC ATI ON A L EF F E CT I V E N E S S , I N C .
A Culture of Inquiry
What comes to your mind?
Using Marvin’s Model
C E N TE R F OR E D UC ATI ON A L EF F E CT I V E N E S S , I N C .
Remember adults have different learning styles and perspectives when working with data. It helps to remember the “beach ball.”
C E N TE R F OR E D UC ATI ON A L EF F E CT I V E N E S S , I N C .
Data-analysis is like the ocean because…
C E N TE R F OR E D UC ATI ON A L EF F E CT I V E N E S S , I N C .
Data
da·ta: noun; plural, but singular or plural
in construction, from the Latin, plural of datum. Factual information (as measurements or
statistics) used as a basis for reasoning, discussion or calculation.
Information output by a sensing device that includes both useful and irrelevant or redundant information and must be processed to be meaningful.
-Merriam Webster’s Collegiate Dictionary
C E N TE R F OR E D UC ATI ON A L EF F E CT I V E N E S S , I N C .
“We are a society that is data rich but information poor.”
-Robert H. Waterman
C E N TE R F OR E D UC ATI ON A L EF F E CT I V E N E S S , I N C .
Avoid the Drip
Data Rich Information Poor
C E N TE R F OR E D UC ATI ON A L EF F E CT I V E N E S S , I N C .
Are these numbers considered data?
122 100
110 90 103
111 117
C E N TE R F OR E D UC ATI ON A L EF F E CT I V E N E S S , I N C .
What kind of data are these?
122° 100°
110° 90° 103° 117°
C E N TE R F OR E D UC ATI ON A L EF F E CT I V E N E S S , I N C .
We bring the meaning to the data.
122°F 100°F 110°F
90°F 103°F 117°F
C E N TE R F OR E D UC ATI ON A L EF F E CT I V E N E S S , I N C .
Guiding Assumptions
1. Data have no meaning.Data are just information until people
organize, analyze and interpret meaning. Interpretation is subjective; data are
objective. Frames of reference influence the
meaning we derive from the data we collect and select.
C E N TE R F OR E D UC ATI ON A L EF F E CT I V E N E S S , I N C .
2. Understanding should proceed planning.
Determine the desired outcome.Clearly define the problems.Cultivate collegial dialogue prior
to planning.
C E N TE R F OR E D UC ATI ON A L EF F E CT I V E N E S S , I N C .
3. Knowledge is both a personal and a social construction.
Human beings are meaning-making organisms.
We sift through personal and social filters, forming beliefs and ways of knowing.
Individuals interact with information and with others shape new understandings about our world.
C E N TE R F OR E D UC ATI ON A L EF F E CT I V E N E S S , I N C .
4. Cycles of inquiry
Inquiry, experimentation and reflection accelerate continuous growth and learning.
Learning occurs when we shift from professional certainty to conscious curiosity.
Constant pursuit of meaningful questions from thoughtful data analysis and ongoing monitoring of progress.
C E N TE R F OR E D UC ATI ON A L EF F E CT I V E N E S S , I N C .
5. Norms of data-driven collaboration
Data alone leads to no action.Collective inquiry generates continuous
improvements.Meaning and action result from
professional learning communities that develop a shared commitment to improve student learning.
-Wellman, Bruce and Lipton, Laura.(2004).Data Driven Dialogue.
C E N TE R F OR E D UC ATI ON A L EF F E CT I V E N E S S , I N C .
“Teachers blaze the path to knowledge when they purposefully use data as a
source for analyzing progress and proactively plan for improvement.”
Wellman & Lipton. (2004). Data Driven Dialogue.
C E N TE R F OR E D UC ATI ON A L EF F E CT I V E N E S S , I N C .
School Improvement Planning:
Nine Characteristics
Of High
PerformingSchools
Nine Characteristics
Of High
PerformingSchools
Evaluateplan’s impacton student
achievement
Evaluateplan’s impacton student
achievement
Set and prioritizegoals
Set and prioritizegoals
Craft actionplans
Craft actionplans
Study and select research-based
practices
Study and select research-based
practices
Assess readinessto benefit
Assess readinessto benefit
Collect sort andselect data
Collect sort andselect data
Build and analyzeportfolio
Build and analyzeportfolio
Implement andmonitor plan
Implement andmonitor plan
It is a Process
C E N TE R F OR E D UC ATI ON A L EF F E CT I V E N E S S , I N C .
Benefits of data analysis
• It is more than solving a particular student learning problem
• School/District improvement teams become more efficient and effective
• Decisions making becomes ore collaborative
• Teachers develop more positive attitudes about their and their students’ abilities
• Educators feel more in charge of their own destinies
• Development of school wide culture if inquiry
C E N TE R F OR E D UC ATI ON A L EF F E CT I V E N E S S , I N C .
Data Carousel Planning Template
CEE has created template sheets to assist your team in planning your data carousel activity.
You will spend time today using these sheets and will identify (today) many of your challenges for planning and executing a successful carousel.
C E N TE R F OR E D UC ATI ON A L EF F E CT I V E N E S S , I N C .
Data Carousel Planning Template Steps
• Assess Readiness
• Planning Process
• Selection of Data
• Implementation
• Immediate Follow-up and Next Steps
C E N TE R F OR E D UC ATI ON A L EF F E CT I V E N E S S , I N C .
Key Data Decisions– Depth & breadth of data– Carousel model– Presentation of data– Responding to Guiding Questions
Planning Process
C E N TE R F OR E D UC ATI ON A L EF F E CT I V E N E S S , I N C .
Carousels are:
• A data sharing and exploration strategy
• A data analysis activity
• A process to identify needs and “next steps” in digging deeper
• Effective to engage multiple times per year
C E N TE R F OR E D UC ATI ON A L EF F E CT I V E N E S S , I N C .
Carousel Models
• Traditional (i.e. SIP/SSIRG guide)
• Packet Method
• Large Chart Method
• Guided PowerPoint
C E N TE R F OR E D UC ATI ON A L EF F E CT I V E N E S S , I N C .
Digging Deeper- Theme Carousel:Math Across the Curriculum
Needs, Goals == Researchand Action Planning
Theme -B Theme -C
Other Data Sources: EES, WASL Analysis, Local Assessments, Demographics
Basic Carousel
Information informs SIP Plan Steps 6,7, & 8 and next year’s revisions
School Performance Review Report
Chronology for Planning and Implementation
C E N TE R F OR E D UC ATI ON A L EF F E CT I V E N E S S , I N C .
Data Carousel
• A means for engaging the entire staff in the process of data analysis• Typically 2-3 hours in length if done at one setting (My bias is not to
do it in one setting)• Intended to be a high level scan to determine trends, strengths and
concerns
C E N TE R F OR E D UC ATI ON A L EF F E CT I V E N E S S , I N C .
• Arrangements– Space– Materials– Roles– Timeline/schedule– Food or snacks– Reminders– Distribute prep materials– Prepare facilitators
Implementation
C E N TE R F OR E D UC ATI ON A L EF F E CT I V E N E S S , I N C .
• Time and People Decisions– Number– Stakeholders– Skills– Communication
C E N TE R F OR E D UC ATI ON A L EF F E CT I V E N E S S , I N C .
• Data Training Requirements– 4 Domains of Data– Writing narratives– Types of carousel
C E N TE R F OR E D UC ATI ON A L EF F E CT I V E N E S S , I N C .
Assess readinessto benefit
Assess readinessto benefit
Why are some schools successful and others not when implementing the same improvement strategies?
Readiness Guiding Question
C E N TE R F OR E D UC ATI ON A L EF F E CT I V E N E S S , I N C .
• Willingness – attitudes, experiences, buy-in
• Process Skills– Decision-making– Conflict management– Problem-solving– Code of cooperation
• Roles We Play
Assess Readiness
C E N TE R F OR E D UC ATI ON A L EF F E CT I V E N E S S , I N C .
Check Your Readiness
• Using the “Assessing General Readiness” worksheet discuss your school’s readiness to engage in the School Improvement Process and craft plans to respond to the challenges you foresee.
C E N TE R F OR E D UC ATI ON A L EF F E CT I V E N E S S , I N C .
Basic or Initial Carousels
• All 4 Domains of Data• Designed to give large groups (i.e. all staff,
all certs, all certs+IA/ParaPros or greater “community stakeholders”) a broad view of information
• Contain “non-negotiables”
C E N TE R F OR E D UC ATI ON A L EF F E CT I V E N E S S , I N C .
Process 1: Carousel
So, let’s say there are 4 tables for the 4 data groups…Staff are asked to look at the data and craft narrativesThey do this for about 20 minutesThen they move to the next tableRepeat until all data has been reviewed
Logistical Considerations:Who will be involved in the Carousel?What could you do to make it even more fun? A theme perhaps?Should staff be assigned tables?Snacks, meals and comfort of participants?
C E N TE R F OR E D UC ATI ON A L EF F E CT I V E N E S S , I N C .
Pause and Reflect on what you saw and heard. What is running around in your head?
C E N TE R F OR E D UC ATI ON A L EF F E CT I V E N E S S , I N C .
Where Do We Go From Here?
Teachers and principals alike assess student and teacher achievement early and often – and use the information to drive improvement rather than assign blame.
The key, however, is not simply that the successful schools have data – it’s who is using the data and how they use the data.
Beat The Odds (2006)
C E N TE R F OR E D UC ATI ON A L EF F E CT I V E N E S S , I N C .
Guided Questions
• Help bring clarity
• Helps bring focus to more than one thing
• Helps bring focus to elements of leadership
• Guided Question Stem– “What evidence do I have…”
C E N TE R F OR E D UC ATI ON A L EF F E CT I V E N E S S , I N C .
Well conceived guided questions should
• Inquire into the nature (what)
• Inquire into the quality (how well)
• Inquire into the frequency (how often)
C E N TE R F OR E D UC ATI ON A L EF F E CT I V E N E S S , I N C .
Remember that with data analysis you are trying to define the problem, not solve it.
C E N TE R F OR E D UC ATI ON A L EF F E CT I V E N E S S , I N C .
Triangulation -
Adding relevance and meaning through multiple data sources
C E N TE R F OR E D UC ATI ON A L EF F E CT I V E N E S S , I N C .
Some guided questions to use when thinking about
Dr. Ken Jenkins UNC @Chapel Hill• Where are your widest
achievement gaps?• How persistent have
these gaps been?• Are there dramatic
difference from one year to the next? What might explain the differences?
• Are the gender difference worth noting?
• Is there any relationship you can determine between the population of free and reduced price lunch students and general student achievement?
• For High School, are there differences between major curriculum areas worth noting?
• What are the bright spots contained within the data?
C E N TE R F OR E D UC ATI ON A L EF F E CT I V E N E S S , I N C .
Collect, Sort and Select DataCollect, Sort and Select Data
Has the team collected data from multiple indicators (i.e. student assessment, perception, demographic, school context)?
Has the team determined what data should be included in the school’s portfolio?
Has the team determined a process for allowing all stakeholders to analyze the data?
Has the team determined how the data will be displayed?
C E N TE R F OR E D UC ATI ON A L EF F E CT I V E N E S S , I N C .
• Characteristics, Qualities and Types– 4 Domains– Formative– Summative– Longitudinal– Relevant– Reliable– Valid– Aligned with standards– Community sensitive
Selection of Data
C E N TE R F OR E D UC ATI ON A L EF F E CT I V E N E S S , I N C .
Selecting Data
• From the data that has been collected you will need to purposefully select a subset for staff review.
• What questions do you want to investigate?• What do you believe the staff “cares about”?• Choose a reasonable (say 6-8 pages) amount for their
review.• What background knowledge will staff need to
interpret the data?
C E N TE R F OR E D UC ATI ON A L EF F E CT I V E N E S S , I N C .
Demographics
Co
nte
xt
Pe
rcep
tion
s
Student Learning
Collect sort andselect data
Collect sort andselect data
Collecting Data
C E N TE R F OR E D UC ATI ON A L EF F E CT I V E N E S S , I N C .
Collect sort andselect data
Collect sort andselect data
Collecting DataC
on
text
Pe
rcep
tion
s
Student Learning
Demographics
Free and ReducedESLSpecial PopulationsGenderEthnicityMobilityDropout Rates
Demographics
Guiding Questions:•Who are our students?•What trends do we see in our student population?•What trends do we see in our community?
C E N TE R F OR E D UC ATI ON A L EF F E CT I V E N E S S , I N C .
Collect sort andselect data
Collect sort andselect data
Collecting Data
Demographics
Co
nte
xt
Student Learning
Pe
rcep
tion
s
Perceptions9 CharacteristicsTechnology
Guiding Questions:•How do the members of our school community feel about our school and district?•How satisfied are school community members with our educational programs?•What do the members of our school community perceive to be the strengths and needs of our school?
C E N TE R F OR E D UC ATI ON A L EF F E CT I V E N E S S , I N C .
Collect sort andselect data
Collect sort andselect data
Collecting Data
Demographics
Co
nte
xt
Pe
rcep
tion
s
Student Learning
ContextHealthy Youth SurveySafe Schools DataDiscipline DataSchool Programs
Guiding Questions:•How successful are our programs in support of struggling learners?•What factors outside the school may be influencing student achievement?
C E N TE R F OR E D UC ATI ON A L EF F E CT I V E N E S S , I N C .
Collect sort andselect data
Collect sort andselect data
Demographics
Pe
rcep
tion
sCo
nte
xt
Student Learning
Student Learning
WASLLocal AssessmentsClassroom Based AssessmentsGPA
Guiding Questions:•What evidence can we gather about our students’ learning?•What evidence can be gather about curriculum, instructional and assessment alignment to standards?•To what do we attribute our achievement trends?
C E N TE R F OR E D UC ATI ON A L EF F E CT I V E N E S S , I N C .
Build and Analyze PortfolioBuild and Analyze Portfolio
•Has the team selected appropriate data from each domain?
•Is data displayed in a manner that is easy to interpret?
•Do staff members know how to craft narrative statements?
•Is there a process for engaging staff in review of data?
•Is there a model for reaching consensus?
C E N TE R F OR E D UC ATI ON A L EF F E CT I V E N E S S , I N C .
School Portfolio
Grade 4 Reading Accountability Goals
55.158
6164
66.3
55.1
73.676.3 76.9
30
35
40
45
50
55
60
65
70
75
80
1997 1998 1999 2000 2001
SES TargetedScores
SES Scores
Elementary School Parents79 responses
Averages 5 = High 1 = Low
3.6
2.5
3.13.2
4.74.4
1.0
2.0
3.0
4.0
5.0
K-4 Class sizereductions
5-12 Class sizereductions
K-12 ExtendedLearning
Opportunities
AdditionalProfessionalDevelopment
Pre-Kindergarten
support
Improve SchoolBuildingFacilities
Total School - Staff167 responses
Averages 5 = High 1 = Low
4.04.4
3.2 3.2 3.23.7
1.0
2.0
3.0
4.0
5.0
K-4 Class sizereductions
5-12 Class sizereductions
K-12 ExtendedLearning
Opportunities
AdditionalProfessional
Development
Pre-Kindergarten
support
Improve SchoolBuildingFacilities
1 2 3 4 5A. Reduce class sizes in grades K-4 by hiring certificated
elementary classroom teachers 3 4 7 12 4.1
B. Make selected class size reductions in grades 5-12, such as middle school and high school writing classes 1 8 17 4.6
C. Provide extended learning opportunities for students in K-12, including but not limited to extended school year, extended school day, before and after school programs, special tutoring programs, weekend school programs, summer school, and all-day kindergarten
3 3 7 8 6 3.4
D. Provide additional professional development for educators5 3 7 7 4 3.1
E. Provide early assistance for children who need pre-kindergarten support 4 3 8 8 3 3.1
F. Provide improvements or additions to school building facilities directly related to class size reductions and extended learning opportunities
5 2 10 9 3.7
AveragePriority
Lowest Highest
District/Schools Baseline 1997
Goal 1998
Goal 1999
Goal 2000
Goal 2001
Fall City 65.1 68 70 72 73.8North Bend 53.4 56 59 62 65.1Opstad 60.2 63 66 68 70.2Snoqualmie 55.1 58 61 64 66.3
District 58.9 62 65 67 69.2
01020304050
6070
Reading Math Language
1999-2000 Grade 6 ITBS Scores
SVSD
State
Nation
C E N TE R F OR E D UC ATI ON A L EF F E CT I V E N E S S , I N C .
• Data exploration during the carousel activity– Logistics – people, facility, movement of data,
# of copies, cost– Encourage open-mindedness
C E N TE R F OR E D UC ATI ON A L EF F E CT I V E N E S S , I N C .
• During the carousel activity– Review why and process– Basic skill review– Allow all participants opportunity to see data– Narrative statements - process
C E N TE R F OR E D UC ATI ON A L EF F E CT I V E N E S S , I N C .
Writing Narratives
• Keep it simple- Communicate a single idea.
• Make them short and easy to read
• Avoid Evaluation- Describe what you see, not what caused it or what to do about it
C E N TE R F OR E D UC ATI ON A L EF F E CT I V E N E S S , I N C .
Criteria for Good Narratives
• Content– Describe building wide
performance– Describe trends in
performance over time– Describe high and low
performing groups– Compare performance in
your building with a benchmark for example statewide performance
• Format– Good Narratives
• Communicate a single idea about student performance
• Are short, clear sentences or phrases
• Are descriptive rather than evaluative
• Use everyday language that is easy to understand
• Are independent statement that incorporate numbers
C E N TE R F OR E D UC ATI ON A L EF F E CT I V E N E S S , I N C .
Product 1: List of Concerns
• At the end of the Carrousel, the staff should have access to a list of concerns based on data
• You will need to determine the method for collecting concerns and returning them to staff
C E N TE R F OR E D UC ATI ON A L EF F E CT I V E N E S S , I N C .
Process 2: Rating and Ranking
• The team should select a process for reaching consensus about the school’s priority concerns.
• We have used a rating and ranking activity– Staff is given printed copies of the concerns from the Data Carousel– They are asked to read for clarification (not allowed to lobby for or
against a concern)– They are also asked to eliminate any duplicates– Staff select their 5 greatest concerns– Staff assign points to their concerns (5 to 1) with 5 points assigned to
the greatest concern and 1 go the least– Public vote for each concern– Most points wins
C E N TE R F OR E D UC ATI ON A L EF F E CT I V E N E S S , I N C .
Product 2: A prioritized list of concerns
• At the end of the Data Carrousel, the staff will leave with a list of prioritized concerns.
• Next step is typically a leadership team activity: Group concerns into themes and craft goal statements.
• This process results in a deeper understanding of the school’s data, allows for staff input regarding priorities, supports a transparent decision making process.
C E N TE R F OR E D UC ATI ON A L EF F E CT I V E N E S S , I N C .
“I am tired of talk that come to nothing.It makes my heart sick when I remember all the good words and broken promises…”
Chief Joseph
C E N TE R F OR E D UC ATI ON A L EF F E CT I V E N E S S , I N C .
C E N TE R F OR E D UC ATI ON A L EF F E CT I V E N E S S , I N C .
Pre-Mortem ProcessLearning Improvement Team for Climbing Higher School/District
• You are a member of the school’s LIT charged with planning a data sharing activity with some “tough” data
• Reflect on the various “personalities” you might have to work with during the data review planning process
• Suggestions – Recall the following
• Principles of Adult Learning• 5 by 5 Whys
C E N TE R F OR E D UC ATI ON A L EF F E CT I V E N E S S , I N C .
Comparison Perspective- 9 Characteristics of High Performing Schools Percent Positive Responses
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Readiness To Benefit
Clear & Shared Focus
High Standards & Expectations
Effective School Leadership
Collaboration, Communication &Community
Parent & Community Involvement
Supportive Learning Environment
Frequent Monitoring of Teaching &Learning
Focused Professional Development
Curriculum, Instruction, and Assessment
Sept 2008 May 2007
Note: Further from the center implies more positive responses
Copyright © 2006 Center for Educational Effectiveness. All Rights Reserved.
C E N TE R F OR E D UC ATI ON A L EF F E CT I V E N E S S , I N C .
Comparison Perspective- Characteristics of High Performing Schools (Chart 1 of 2)
15%
19%
15%
22%
7%
13%
11%
18%
5%
7%
35%
32%
38%
42%
34%
32%
35%
38%
24%
32%
25%
29%
22%
26%
28%
28%
23%
23%
34%
41%
7%
12%
4%
6%
9%
16%
11%
12%
13%
14%
4%
7%
3%
2%
5%
8%
4%
6%
6%
4%
15%
1%
18%
3%
17%
2%
17%
3%
18%
3%
0% 20% 40% 60% 80% 100%
Sept 2008
May 2007
Sept 2008
May 2007
Sept 2008
May 2007
Sept 2008
May 2007
Sept 2008
May 2007
Re
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Co
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AlmostAlways True
Often True
SometimesTrue
Seldom True
Almost NeverTrue
Missing
Copyright © 2006 Center for Educational Effectiveness. All Rights Reserved.
C E N TE R F OR E D UC ATI ON A L EF F E CT I V E N E S S , I N C .
Comparison Perspective- Characteristics of High Performing Schools (Chart 2 of 2)
7%
15%
15%
19%
6%
10%
8%
8%
7%
13%
6%
9%
28%
38%
34%
38%
29%
30%
26%
35%
33%
39%
26%
34%
29%
32%
23%
27%
28%
34%
29%
33%
29%
33%
29%
37%
16%
12%
9%
10%
14%
18%
14%
14%
7%
9%
12%
12%
2%
1%
3%
4%
5%
6%
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4%
2%
10%
3%
17%
1%
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2%
19%
2%
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4%
20%
4%
17%
4%
0% 20% 40% 60% 80% 100%
Sept 2008
May 2007
Sept 2008
May 2007
Sept 2008
May 2007
Sept 2008
May 2007
Sept 2008
May 2007
Sept 2008
May 2007
Pa
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AlmostAlways True
Often True
SometimesTrue
Seldom True
Almost NeverTrue
Missing
Copyright © The Center for Educational Effectiveness, Inc., 2004
Copyright © 2006 Center for Educational Effectiveness. All Rights Reserved.
C E N TE R F OR E D UC ATI ON A L EF F E CT I V E N E S S , I N C .
High Levels of Parent and Community Involvement
45%
53%
15%
32%
49%
17%
63%
70%
46%
43%
71%
27%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
This school encourages parent involvement
Our teachers effectively communicate student progressto parents
With important decisions we collaborate with parentsand the community
This school communicates effectively to families of allcultures
This school has activities to celebrate the cultures of itscommunity
The curriculum we teach reflects the cultures of thecommunity we serve
Sept 2008 May 2007
C E N TE R F OR E D UC ATI ON A L EF F E CT I V E N E S S , I N C .
Most recent parent survey results
Parent & Community Involvement: Summary View
48%
47%
51%
45%
39%
34%
26%
35%
34%
29%
34%
36%
36%
38%
11%
11%
13%
11%
14%
16%
18%
2%
3%
3%
3%
4%
5%
6%
3%
3%
1%
3%
3%
4%
6%
2%
2%
4%
4%
4%
5%
6%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
This school respects the different culturesrepresented in our community
I feel welcome to visit this school at any time
When I share concerns with my child's teacher,he/she listens
This school has activities to celebrate differentcultures, including mine
This school schedules events at times convenientfor parents
Parents and families participate in importantdecisions about their children's education
I know many ways that I can be involved in thisschool
Almost Always Often True Sometimes True Seldom True Almost Never True Missing
C E N TE R F OR E D UC ATI ON A L EF F E CT I V E N E S S , I N C .
Time to prepare…
• Take some time to review the readiness worksheet and consider the context of your data review.
• Craft some questions you would like to have your data address.
• Create your plan for engaging the staff in a Data Carrousel
C E N TE R F OR E D UC ATI ON A L EF F E CT I V E N E S S , I N C .
Additional Resources
• Informing Practices and Improving Results with Data-Driven Decisions (August 2000-ECS (Education Commission of the States www.ecs.org Issued Paper)
• “The Flywheel Effect” by Timothy D. Kanold• “Buried Treasure-Developing a Management
Guide to Mountains of School Data”-January 2005 (Center for reinventing public education authored by Mary Beth Celio and James Harvey)
C E N TE R F OR E D UC ATI ON A L EF F E CT I V E N E S S , I N C . Source: “Addressing Barriers to Learning” Vol. 9, Number 4. Fall 2004.
From School Mental Health Project/Center for Mental Health in Schools, UCLA.
C E N TE R F OR E D UC ATI ON A L EF F E CT I V E N E S S , I N C .
Questions?
• Don’t hesitate to call CEE – 425-283-0384 Sue is ext 1#, Greg is ext 2#, Jack at 425-444-6600 and Terry at ?
• OR you can email us:– [email protected]– [email protected]– [email protected]– [email protected]